Beth Sulzer-Azaroff Award for Distinguished Teaching
This year’s award recipient is Gretchen A. Dittrich, Ph.D., BCBA-D, LABA, IBA, Associate Professor and Chair of the Department of Behavior Analysis at Simmons University. Dr. Dittrich has dedicated her career to advancing behavior analytic education through innovative instruction, mentorship, and a deep commitment to student success.
For Dr. Dittrich, learning about the award was both unexpected and deeply emotional. The moment came just before a microphone and camera check for a virtual graduation ceremony. “I couldn’t believe it,” she recalled. “I was overwhelmed with emotion, surprise, and gratitude.”
The recognition carries special meaning because teaching is at the center of her professional identity. She describes teaching as something akin to a “primary reinforcer”. It is a role she loves deeply and finds profoundly rewarding. Watching students grow and transform throughout their degree programs, she says, is one of the most meaningful aspects of her work. “It’s an enormous honor,” she reflected. “To be recognized for teaching which is something I’m so passionate about. It is incredibly humbling.”
The award’s connection to Beth Sulzer-Azaroff makes the recognition especially significant. Dr. Dittrich had the privilege of working with Dr. Sulzer-Azaroff on a project, an experience that left a lasting impression. She remembers Beth not only as a brilliant scholar but also as an extraordinary human being. She describes her as kind, compassionate, and deeply committed to students. Reflecting on those experiences, she stated Beth was the model of what she hoped to become as both a researcher and educator.
At the core of Dr. Dittrich’s teaching philosophy is the idea of viewing education through a behavioral lens. She thoughtfully arranges learning environments and contingencies to help students shape their skills over time. Just as importantly, she considers the learning histories and experiences students bring with them, recognizing that each student begins from a different starting point.
She hopes that students leave her classes feeling proud of what they have accomplished and confident in their ability to continue moving forward. Progress, she says, often happens gradually, ”one step, one second at a time”. This steady momentum can lead to extraordinary achievements. She also hopes that the persistence and problem-solving skills students develop in their academic work will generalize to clinical practice, research, and broader life goals.
Some of the most memorable teaching moments come when students experience a profound shift in how they see themselves in the field. Many students initially enter graduate programs focused primarily on clinical work and do not envision themselves as researchers. Over time, however, something often changes. “When students get their first participant and start looking at their data,” Dr. Dittrich explained, “you can see the transformation.” The excitement and curiosity that follow can be remarkable. Students become fascinated by the patterns they observe in participant responding and the questions those data raise. For some, this experience sparks a new professional direction, leading them to pursue further research or even doctoral study.
Innovation in teaching and curriculum design has also been central to her work. Dr. Dittrich is particularly proud of the practicum program she developed to support students completing thesis research. The program provides structured guidance as students learn to develop research questions, design materials, navigate approval processes, and implement their studies. While the process is rigorous, she finds the transformation in students especially rewarding as they grow more confident and capable as researchers.
More recently, she has expanded her teaching into new areas as well, including developing a course in behavioral medicine. She describes this course as an underrepresented but important domain within behavior analysis. The course emphasizes interdisciplinary collaboration, bringing together perspectives from multiple clinical disciplines so that students gain experience working across professional boundaries. She believes these collaborative skills are critical as behavior analysts address increasingly complex societal challenges.
Reflecting on the award, Dr. Dittrich expressed deep gratitude to the BABAT community and the many students she has worked with throughout her career. She credits her students with having a profound impact on her own life and learning. “I’ve learned so much from them,” she shared, describing it as both an honor and a privilege to witness the accomplishments students achieve during their programs and beyond.
Commencement ceremonies remain one of her favorite times of the year. Seeing graduates return to share what they are doing. Watching their continued success reaffirms why she chose a career in teaching. “I can’t imagine doing anything else,” she reflected. “It’s been an incredible experience.”
Above all, she takes pride in knowing that her students are making a meaningful impact in the world. Through their work, they are advancing the science of behavior analysis and applying it to socially significant challenges. In doing so, they continue to move the field forward—exactly the kind of progress that Beth Sulzer-Azaroff envisioned.